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Improving Participation in High-Quality Early Care and Education for Young Arkansas Children: Perspectives of Resource Parents and Early Childhood Educators

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Title: Improving Participation in High-Quality Early Care and Education for Young Arkansas Children: Perspectives of Resource Parents and Early Childhood Educators
Language: English
Authors: Kirby Chow, Sheila Smith, Nancy Perez, Maribel Granja, Todd Grindal, Nicola Conners Edge, SRI Education, National Center for Children in Poverty
Source: SRI Education, a Division of SRI International. 2023.
Availability: SRI International. 333 Ravenswood Avenue, Menlo Park, CA 94025. Tel: 650-859-2000; e-mail: customer.service@sri.com; Web site: https://www.sri.com/
Peer Reviewed: N
Page Count: 19
Publication Date: 2023
Sponsoring Agency: Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE)
Contract Number: HHS2022ACFOPRE90YEO289
Document Type: Reports - Research
Education Level: Early Childhood Education
Descriptors: Young Children, Foster Care, Parents, Early Childhood Education, Child Care, Early Childhood Teachers, Participation, Educational Quality, Teacher Attitudes, Parent Attitudes
Geographic Terms: Arkansas
Abstract: High-quality early care and education (ECE) provides a developmentally supportive environment for children in foster care that can help address early adversities, but recent studies have shown low levels of ECE participation among these children (Klein et al., 2016; Lee, 2020). To address this important issue, the Arkansas Office of Early Childhood (OEC) is collaborating with SRI International, the National Center for Children in Poverty, and the University of Arkansas for Medical Sciences. The partnership team is focused on learning about the supply, quality, and stability of ECE settings for children in foster care, as well as the facilitators and barriers to children in foster care accessing high-quality ECE. This brief presents key findings from focus groups and interviews with resource parents (that is, foster parents), ECE center-based program directors, and ECE home-based providers about their experiences caring for children ages birth through 5 in foster care. Key findings from this report include the following: (1) Working parents report that they cannot accept foster child placements if they lack child care and that children benefit from the developmental supports of high-quality ECE; (2) Resource parents struggle to find child care on their own, with many relying on informal networks of support (e.g., social media, faith-based communities) to find child care; (3) Even when a child can be enrolled in a quality program, their ECE placement is often disrupted during transitions (e.g., reunification); (4) Resource parents and ECE providers report challenges related to using and accepting child care vouchers (e.g., delayed voucher payments); and (5) ECE providers recognize that providing care to children in foster care requires deep commitment and specific skills, and they want specialized training and support to do this. We provide suggestions for how these findings can inform strategies to increase the participation of children in foster care in high-quality ECE. [This paper was created with the Arkansas Office of Early Childhood and the University of Arkansas for Medical Sciences.]
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED652168
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED652168
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PubType: Report
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  Data: Improving Participation in High-Quality Early Care and Education for Young Arkansas Children: Perspectives of Resource Parents and Early Childhood Educators
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  Data: <searchLink fieldCode="AR" term="%22Kirby+Chow%22">Kirby Chow</searchLink><br /><searchLink fieldCode="AR" term="%22Sheila+Smith%22">Sheila Smith</searchLink><br /><searchLink fieldCode="AR" term="%22Nancy+Perez%22">Nancy Perez</searchLink><br /><searchLink fieldCode="AR" term="%22Maribel+Granja%22">Maribel Granja</searchLink><br /><searchLink fieldCode="AR" term="%22Todd+Grindal%22">Todd Grindal</searchLink><br /><searchLink fieldCode="AR" term="%22Nicola+Conners+Edge%22">Nicola Conners Edge</searchLink><br /><searchLink fieldCode="AR" term="%22SRI+Education%22">SRI Education</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Children+in+Poverty%22">National Center for Children in Poverty</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22SRI+Education%2C+a+Division+of+SRI+International%22"><i>SRI Education, a Division of SRI International</i></searchLink>. 2023.
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  Data: SRI International. 333 Ravenswood Avenue, Menlo Park, CA 94025. Tel: 650-859-2000; e-mail: customer.service@sri.com; Web site: https://www.sri.com/
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  Data: 19
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  Data: 2023
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  Data: Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE)
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  Data: HHS2022ACFOPRE90YEO289
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Foster+Care%22">Foster Care</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care%22">Child Care</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Teachers%22">Early Childhood Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Arkansas%22">Arkansas</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: High-quality early care and education (ECE) provides a developmentally supportive environment for children in foster care that can help address early adversities, but recent studies have shown low levels of ECE participation among these children (Klein et al., 2016; Lee, 2020). To address this important issue, the Arkansas Office of Early Childhood (OEC) is collaborating with SRI International, the National Center for Children in Poverty, and the University of Arkansas for Medical Sciences. The partnership team is focused on learning about the supply, quality, and stability of ECE settings for children in foster care, as well as the facilitators and barriers to children in foster care accessing high-quality ECE. This brief presents key findings from focus groups and interviews with resource parents (that is, foster parents), ECE center-based program directors, and ECE home-based providers about their experiences caring for children ages birth through 5 in foster care. Key findings from this report include the following: (1) Working parents report that they cannot accept foster child placements if they lack child care and that children benefit from the developmental supports of high-quality ECE; (2) Resource parents struggle to find child care on their own, with many relying on informal networks of support (e.g., social media, faith-based communities) to find child care; (3) Even when a child can be enrolled in a quality program, their ECE placement is often disrupted during transitions (e.g., reunification); (4) Resource parents and ECE providers report challenges related to using and accepting child care vouchers (e.g., delayed voucher payments); and (5) ECE providers recognize that providing care to children in foster care requires deep commitment and specific skills, and they want specialized training and support to do this. We provide suggestions for how these findings can inform strategies to increase the participation of children in foster care in high-quality ECE. [This paper was created with the Arkansas Office of Early Childhood and the University of Arkansas for Medical Sciences.]
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  Data: 2024
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Foster Care
        Type: general
      – SubjectFull: Parents
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Child Care
        Type: general
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Participation
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Arkansas
        Type: general
    Titles:
      – TitleFull: Improving Participation in High-Quality Early Care and Education for Young Arkansas Children: Perspectives of Resource Parents and Early Childhood Educators
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            NameFull: National Center for Children in Poverty
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            NameFull: Kirby Chow
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              Y: 2023
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            – TitleFull: SRI Education, a Division of SRI International
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